The standards and learning expectations developed by universities, government bodies, and professional associations can be used as guidelines to inform the curriculum mapping process. This page shows a selection that is relevant to the Ontario higher education context.

ACRL Framework for Information Literacy for Higher Education

1. Authority Is Constructed and Contextual
2. Information Creation as a Process
3. Information Has Value
4. Research as Inquiry
5. Scholarship as Conversation
6. Searching as Strategic Exploration

Information Literacy Competency Standards for Higher Education

1. The information literate student determines the nature and extent of the information needed.
2. The information literate student accesses needed information effectively and efficiently.
3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
5. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

See also:

Detailed Standards

The Standards: Step-by-Step

Standards Toolkit

The following guidelines were created by the Ontario Council of Academic Vice-Presidents (OCAV) and endorsed by the Council of Ontario Universities (COU). Ontario universities have agreed to use these guidelines to inform their own undergraduate degree level expectations.

1. Depth and breadth of knowledge

2. Knowledge of methodologies

3. Application of knowledge

4. Communication skills

5. Awareness of limits of knowledge

6. Autonomy and professional capacity

More details of OCAV's UDLE guidelines.

The University of Toronto has translated the OCAV guidelines into its own degree level expectations (DLE), which vary across different programs.